SEN 0 – 25 Years Pat Foster

Special educational needs and disability code of practice: 0 to 25 years The Code of practice refers to part 3 of the Children and Families Act and associated regulations and applies to England Principles underpinning the Code of Conduct : The views, wishes and feelings of the child or young person and their parent The importance of the child or young person, and their parents participating as fully as possible in decisions and being provided with information and support necessary to make decisions The need to support the child or young person, and their parents in order to facilitate the development of the child or young person and to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood .

Implementation of the Code of Practice From 1 September 2014 the majority of Part 3 of the Children and Families Act 2014, its associated regulations and the Code of Practice will be in force, subject to any transitional arrangements. From 1 September 2014 organisations must have regard to this Code of Practice. From 1 September 2014 transitional arrangements will be in place to support the changeover from the current system to the new system in a phased and ordered way. These arrangements, which are set out in a statutory transitional order and accompanied by transitional guidance, will facilitate the transfer of those with statements to Education Health and Care plans. They ensure that during the transition period local authorities must continue to comply with elements of the Education Act 1996 in relation to children with statements, and the Learning and Skills Act 2000 in relation to young people who have had Learning Difficulty Assessments and remain in education or training (provided they still have learning difficulties).

Principles underpinning this Code of Practice These principles are designed to support: • the participation of children, their parents and young people in decision making • the early identification of children and young people’s needs and early intervention to support them • greater choice and control for young people and parents over support • collaboration between education, health and social care services to provide support • high quality provision to meet the needs of children and young people with SEN • a focus on inclusive practice and removing barriers to learning • successful preparation for adulthood, including independent living and employment

Participating in decision making Local authorities must ensure that children, their parents and young people are involved in discussions and decisions about their individual support and about local provision. Early years providers, schools and colleges should also take steps to ensure that young people and parents are actively supported in contributing to needs assessments, developing and reviewing Education, Health and Care (EHC) plans. Specifically, local authorities must : ensure the child’s parents or the young person are fully included in the EHC needs assessment process from the start, are fully aware of their opportunities to offer views and information, and are consulted about the content of the plan consult children with SEN or disabilities, and their parents and young people with SEN or disabilities when reviewing local SEN and social care provision consult them in developing and reviewing their Local Offer make arrangements for providing children with SEN or disabilities, and their parents, and young people with SEN or disabilities with advice and information about matters relating to SEN and disability

Participating in decision making Clinical Commissioning Groups (CCGs), NHS Trusts or NHS Foundation Trusts who are of the opinion that a child under compulsory school age has or probably has SEN or a disability must give the child’s parents the opportunity to discuss their opinion with them before informing the local authority. Children have a right to receive and impart information, to express an opinion and to have that opinion taken into account in any matters affecting them from the early years. Their views should be given due weight according to their age, maturity and capability (Articles 12 and 13 of the United Nations Convention on the Rights of the Child). Parents’ views are important during the process of carrying out an EHC needs assessment and drawing up or reviewing an EHC plan in relation to a child. Local authorities, early years providers and schools should enable parents to share their knowledge about their child and give them confidence that their views and contributions are valued and will be acted upon.

The Children and Families Act 2014 gives significant new rights directly to young people Section 25 of the Children and Families Act 2014 places a duty on Local Authorities that should ensure integration between education and training provision, health and social care The Children and Families Act 2014 gives significant new rights directly to young people once they reach the end of compulsory school age (the end of the academic year in which they turn 16). When a young person reaches the end of compulsory school age, local authorities and other agencies should normally engage directly with the young person rather than their parent, ensuring that as part of the planning process they identify the relevant people who should be involved and how to involve them. Most young people will continue to want, or need, their parents and other family members to remain involved in discussions and decisions about their future. Some young people, and possibly some parents, will not have the mental capacity to make certain decisions or express their views. Provision is made in the Children and Families Act (Section 80) to deal with this

Identifying children and young people’s needs Local authorities, CCGs and other partners must work together in local Health and Wellbeing Boards to assess the health needs of local people, including those with SEN or who are disabled. This assessment, the Joint Strategic Needs Assessment, informs a local Health and Wellbeing Strategy which sets priorities for those who commission services. Local authorities must keep their educational and training provision and social care provision for children and young people with SEN or disabilities under review (Section 27 of the Children and Families Act 2014). In carrying out this duty, the local authority will gather information from early years providers, schools and post-16 institutions. In most cases, those institutions must, in turn, co-operate with the local authority. The local authority must publish and keep under review its Local Offer of provision in consultation with children, their parents and young people.

Involving children, young people and parents in planning, commissioning and reviewing services Local authorities must consult children with SEN or disabilities, their parents, and young people with SEN or disabilities in reviewing educational and training provision and social care provision and in preparing and reviewing the Local Offer. It is important that they participate effectively in decisions about support available to them in their local area. Effective participation should lead to a better fit between families’ needs and the services provided, higher satisfaction with services, reduced costs (as long-term benefits emerge) and better value for money. Local authorities should work with children, young people and parents to establish the aims of their participation, mark progress and build trust. They should make use of existing organisations and forums which represent the views of parents – and those which represent the views of children and young people directly – and where these do not exist, local authorities should consider establishing them.

Identifying children and young people’s needs Local authorities must carry out their functions with a view to identifying all the children and young people in their area who have or may have SEN or have or may have a disability (Section 22 of the Children and Families Act 2014). Local authorities may gather information on children and young people with SEN or disabilities in a number of ways. Anyone can bring a child or young person who they believe has or probably has SEN or a disability to the attention of a local authority (Section 24 of the Children and Families Act 2014) and parents, early years providers, schools and colleges have an important role in doing so. CCGs, NHS Trusts and NHS Foundation Trusts must inform the appropriate local authority if they identify a child under compulsory school age as having, or probably having, SEN or a disability (Section 23 of the Children and Families Act 2014). A child’s parents, young people, schools and colleges have specific rights to request a needs assessment for an EHC plan and children and their parents and young people should feel able to tell their school or college if they believe they have or may have SEN. No-one should lose their statement and not have it replaced with an EHC plan simply because the system is changing.